In this article, the authors share their experiences facilitating a series of mathematics for parents' workshops (MFP) throughout two and a half years and address the structure, history and development of these workshops. They then analyze how this experiment fits the concept of nonformal adult education and explain how the model of adult education is classified as "nonformal setting" by giving examples of the characteristics of this model. The authors conclude with their assessment of the pros and cons of their implementation, as well as recommendations for future initiatives.